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First, what does the author mean when he compares crowds as caricatures? Give an example of the caricature of one crowd you belonged to or existed in your high school.  When the author compares crowds as caricatures, they talk about how every crowd reflects their perceptions of the typical or stereotypical traits of its members. For example, in my high school, the popular kids were the smart ones, every single one of them took AP, IB or honors classes and you’ll see them in classrooms or in the stairs studying during lunch. Their caricature would be them with glasses and carrying many books, showing their good grades to each other, or crying whenever they got a B on a test. Explain the concept of social distance as a proximity measure among crowds and how it relates to issues of permeability across crowds. Do you agree with the authors’ explanations? Provide support with an example from your high school experience.  In the article, the authors mention that “In this case, however, proximity is not measured in terms of physical distance but social distance” (Brown, 2002). The article gives the example of two people living near each other, or going to the same school, are more likely to become friends, as well as if they are part of a proximal crowd. This relates to issues of permeability across crowds that if you are part of a friend group and your friend is part of another and if both crowds are similar in the social map, then they will be more compatibility between the members, on the other hand, if two crowds are so different that there is little to no contact between them and members are least likely to connect. This relationship between crowds is called reputational proximity.  I agree with this point made by the authors, I was never a part of a crowd and was just hanging out with one friend for the three years that I was there (I graduated in 2021). In my school, for example, the lacrosse players had little in common with “smoke crowd”, they had nothing in common and at least during school, they would be apart from each other, one would be training, and the others would be smoking in the back of the school. They were in different social spaces, one had to get good grades to play and focus on their games, and the other was most likely to skip school and not care about their grades. What happens to the overall structure of crowds as we move from middle school, to early high school, to later high school? Draw a diagram similar to the authors (Figure 8.2.1) based on your secondary education experiences (i.e. middle school, junior high, early high school, late high school).

 The overall structure of crowds as we move from middle school to early or late high school changes, during high school we have more cliques or crowds than in middle school. In the graph given by the article, we can see how the crowds from middle school and high school double a little bit, and in late high school “normal” seem to be the bigger group on the graph, as opposed to early high school, which “headbangers” seem to be the majority, and “normals” seem to be one of the smallest group, in early high school, it seems that people are trying to find their crowds and be accepted, while in late high school, people already found their clique and are comfortable where they are. Based on the information reported in the study on desirability of peer crowds, did the results follow the expectations according to the standard peer status hierarchies? If not, what did they actually find? How desirable did you find your own crowd(s) in high school? Were you satisfied with your crowd affiliation or did you wish to be part of a different crowd? If so, which one and why?  Based on the information reported in the study on desirability of peer crowds, the results did not follow the expectations to the standard peer Early high school (Grades 9 - 10) normal athletes cheerleaders smart stoners latino crowd Late high school (Grades 11 - 12) normal athletes cheerleaders smart stoners latino crowd emo loners Middle school (Grades 6 - 8) normal kids popular kids

status hierarchies. They found that normals have the highest desirability ratings and druggies had the lowest desirability ratings. To be honest, I wouldn’t know where to put myself in the given categories since I only had one friend in school, I could be a mix between normals and others since I didn’t have enough friends to belong to any of the groups mentioned in the study, I found it surprising that normals had the highest desirability level, if anything, I would expect to see the jocks or popular to have the most desirability since I have seen that stereotype. If I had to wish to be in any crowd that would be the brains crowd, I liked what I saw when I had classes with them, they were a tight-knit group and supported each other, I wished I had that type of support from my high school friend. What are some of the interesting results noted from the study conducted on the romantic relationships among crowds? What are a couple conclusions we can draw about romantic relationships among crowds, based on the data in table 8.2.2?  Based on the data from table 8.2.2 , one interesting result that I have noticed is that the “druggies” seem to have more involvement when it comes to romantic situations, I would have not expected that from this group, if anything, I would think that they were the least involved in any type of situations, they are also the ones who spend more time with their significant others and their relationships also tends to last longer than in any other categories, the popular group is also not that far behind the druggies, they are the closest in numbers. On the other hand, I was not surprised that the “brains” category, spend the least time with their significant others, they seem to put their education first.

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